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MDIV101
Mental Health and Wellbeing of Adolescents with Divergent Behaviour

MQF Level: 7

ECTS Value: 5 ECTS

Self Study Hours: 60

Contact Hours: 25

Assessment Hours: 40

Duration: 10 sessions

 

Overall Objectives and Outcomes

This module focuses on the critical importance of understanding and addressing the mental health needs of adolescents with divergent behaviours. As professionals, it is crucial to recognise the unique challenges faced by these individuals and provide appropriate support and intervention. Throughout the module, we will explore a range of mental health issues commonly experienced by adolescents with divergent behaviours. These issues include but are not limited to depression, anger, low self-esteem, abuse, and trauma. By gaining a deeper understanding of these challenges, we can develop effective strategies to promote their mental well-being and overall quality of life. One significant aspect of this module is learning how the mental health of adolescents is assessed using the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). The DSM-5 is a widely recognised diagnostic tool that provides a standardised framework for identifying and diagnosing mental health disorders. By familiarising ourselves with this criterion, we can enhance our ability to interpret evaluations and respond to the mental health needs of adolescents with divergent behaviours. This module also has an application component that provides the opportunity to acquire skills necessary to address the psychological wellbeing and mental health needs of adolescents with diverging behaviours. The application component will be addressed from a theoretical and practical perspective. Participants will understand and be able to apply important techniques such as, engaging resistant adolescents, applying strength-based approaches, addressing specific diverging behaviours, evaluating practice and other effective interventions. By the end of this module, participants will have a comprehensive understanding of various mental health issues affecting adolescents with divergent behaviours. This knowledge will enable professionals to provide targeted and evidence-based support, ultimately improving the overall well-being and resilience of these adolescents.

 

By the end of this programme, participants should be able to:

Competences

a. Develop a deep awareness of the specific mental health issues commonly experienced by adolescents with divergent behaviours, enabling them to empathise and provide appropriate support;

b. interpret the criteria used (such as DSM-5) to assess the mental state of adolescents with Divergent behaviours;

c. Implement evidence-based interventions and therapeutic techniques specifically tailored to address the mental health needs of adolescents with divergent behaviours;

d. Evaluate practice through evidence-based tools and self-reflexivity in order to ensure effective interventions;

e. Create a safe and inclusive environment for adolescents with divergent behaviours to cultivate a supportive atmosphere that encourages open communication, trust, and understanding;

f. Advocate for the mental health needs of adolescents with divergent behaviours to raise awareness, challenge stigma, and promote policies and practices that prioritise the mental well-being of these adolescents within their communities and professional settings.

Knowledge 

a. Develop a deep knowledge of various mental health issues (such as depression, anger, low self-esteem, abuse, and trauma) that adolescents with divergent behaviour may experience, and develop familiarity with the signs, symptoms, and impact of these conditions on the well-being of individuals;

b. Outline different assessment methods and tools used to evaluate the mental state of adolescents with divergent behaviour;

c. Gain insight into the various factors that can contribute to the mental health of adolescents with divergent behaviour, such as environmental factors, social support, cultural influences, and personal resilience in shaping mental well-being;

d. Gain a comprehensive understanding of evidence-based interventions and support strategies that are effective in addressing the mental health needs of adolescents with divergent behaviour;

e. Identify ethical considerations and professional responsibilities associated with working in the field of mental health. such as evaluation practices, evidence-based tools, ethical guidelines, confidentiality issues, and the importance of maintaining professional boundaries when supporting adolescents with divergent behaviour.

Skills

a. Establish rapport and trust with adolescents with divergent behaviours;

b. Listen actively, and communicate effectively to create a safe, empathic, and supportive environment;

c. Work collaboratively in multidisciplinary teams. to provide comprehensive support to adolescents with divergent behaviours;

d. Coordinate appropriate community resources, support networks, and referral systems to ensure that individuals receive the necessary assistance and follow-up care;

e. Mobilise resistance and engage hard-to-reach adolescents to find their motivation to change.

f. Develop evidence-based interventions and support plans for adolescents with divergent behaviours in collaboration with other professionals;

g. Design personalized interventions that address specific mental health challenges and promote positive outcomes in collaboration with other professionals;

h. Apply effective strengths-based approaches that take into consideration the contexts of adolescents’ situations;

i. Avaluate the effectiveness of their interventions through self-reflexivity and evidence-based tools.

Assessment Methods

This module will be assessed through: Presentation and Role Play.

Suggested Readings

Core Reading List
  1. Anderson, R. & Dartington, A. (2019). (Eds). Facing it out. Clinical perspectives on adolescent disturbance. Karnac.
  2. Capuzzi, D., & Gross, D. R. (2019). Youth at risk : a prevention resource for counsellors, teachers, and parents. American Counselling
  3. Glicken, M. D. (2009). Evidence-Based Practice with Emotionally Troubled Children and Adolescents. Elsevier Science.
  4. McConaughy, S. H. (2022). Clinical interviews for children and adolescents: Assessment to Intervention. Guilford Press.
  5. McInnis, W. P., Dennis, W. D., Myers, M. A., & Kathleen O’Connell Sullivan. (2015). The Juvenile Justice and Residential Care Treatment Planner, with DSM 5 Updates. John Wiley & Sons.
  6. Siegal, D.J. (2020). The developing mind: How relationships and the brain Interact to shape who we are. The Guilford Press.
  7. Worden, M (2014) Adolescents and their families: an introduction to assessment and intervention. Routledge.
Supplementary Reading List
  1. American Psychiatric Association. (2013). DSM – 5. Diagnostic and statistical manual of mental disorders (5th ed.).
  2. Anderson, R. & Dartington, A. (1998). (Eds). Facing it out. Clinical perspectives on adolescent disturbance. Karnac.
  3. Benedek, E. P., Ash, P., & Scott, C. L. (2010). Principles and practice of child and adolescent forensic mental health. American Psychiatric Pub.
  4. Bracken, P & Thomas, P. (2005). Postpsychiatry: mental health in a postmodern world. UK: Oxford Medical Publications.
  5. Briere, J.N. & Lanktree, C.B. (2012). Treating complex trauma in adolescents and young adults. Sage.
  6. Egan, G. (all editions) The skilled helper. ITP Publications.
  7. Kegan, R., (1982). The Evolving Self. Harvard University Press.
  8. Moffit, T. E., & Caspi, A. (2001). Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females. Development and Psychopathology, 13(2), 355–375. https://doi.org/10.1017/s0954579401002097
  9. McCLELLAND, G. M., ELKINGTON, K. S., TEPLIN, L. A., & ABRAM, K. M. (2004). Multiple Substance Use Disorders in Juvenile Detainees. Journal of the American Academy of Child & Adolescent Psychiatry, 43(10), 1215–1224. https://doi.org/10.1097/01.chi.0000134489.58054.9c
  10. Moore, A. A., Silberg, J. L., Roberson-Nay, R., & Mezuk, B. (2017). Life course persistent and adolescence limited conduct disorder in a nationally representative US sample: prevalence, predictors, and outcomes. Social Psychiatry and Psychiatric Epidemiology, 52(4), 435–443. https://doi.org/10.1007/s00127-017-1337-5
  11. Jonsson, P.V. (2009). Complex trauma. Impact on development and possible solutions on an adolescent intensive care unit. Clinical child psychology and psychiatry, 14, 437-456.
  12. Meichenbaum, D. (1994). Treating post-traumatic stress disorder: a Handbook and practice manual for therapy. Wiley
  13. Rothschild, B. (2011). Trauma essentials. The go-to guide. W.W. Norton.
  14. Samenow, S. E. (2014). Inside the Criminal Mind. Random House.
  15. Shapiro, J.P., Fridberg, R.D., & Bardenstein, K.K. (2006). Child and adolescent therapy: Science and art. John Wiley & Sons, Inc.
  16. Smetana, J. G (2011). Adolescents, families and social development. How teens construct their worlds. Wiley-Blackwell.
    Stern, D. (1985) The Interpersonal World of the Infant. Basic Books
  17. The Oxford Handbook of Clinical Child and Adolescent Psychology. (2019). Oxford University Press.
  18. Treating psychological trauma and PTSD. Guilford.
  19. Wilson, J.P., Friedman, M.J., & Lindy, J.D. (Eds) (2001).
  20. WHO (1992). The ICD-10 Classification of mental and behavioural disorders – clinical descriptions and diagnostic guidelines. Geneva.
  21. Wilson, K., Kendrick, P., Ryan, V. (1992) Play Therapy; a Non-directive Approach for Children and Adolescents. Bailliere Tindall
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